TEACHER TRAINING AND INSTRUCTIONAL EFFECTIVENESS IN SECONDARY SCHOOLS: EVIDENCE FROM THE HOWL-WADAG DISTRICT OF MOGADISHU, SOMALIA

Mohamed Ibrahim Abdisamad, Ahmed Ali Hussein, Ahmed Abdulle Hussein

Abstract


This study examined the relationship between teacher training and instructional effectiveness in secondary schools in the Howl-Wadag district of Mogadishu, Somalia. A quantitative descriptive research design was employed. The study involved 80 participants, including 12 principals and 68 classroom teachers, selected from 12 secondary schools through stratified random sampling. Data were collected using a structured questionnaire and analyzed using descriptive statistics and Pearson correlation analysis in SPSS. The findings revealed statistically significant positive relationships between the quality of teacher training and teacher performance (r = .742, p < .001), as well as between training content and teacher performance (r = .689, p < .001). In addition, many respondents reported that training programs helped strengthen classroom management skills and teaching confidence. Based on these findings, the study recommends strengthening continuous professional development programs, promoting teacher mentorship, and providing training that is relevant to classroom needs. The findings contribute to the growing body of research on teacher professional development in Somalia and may inform educational policy and practice.

Keywords


teacher professional development, teacher performance, instructional effectiveness, secondary education, classroom management, Somalia

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i8.6981

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